AMERICAN ANNALS OF THE DEAF美国聋人年鉴
AMERICAN ANNALS OF THE DEAF(英文缩写 AM ANN DEAF),ISSN 0002-726X,eISSN 1543-0375,中文译名:美国聋人年鉴 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-09-27 至 2026-09-27，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 0.944 | Q4 |
| 2022 | 1.000 | Q4 |
| 2023 | 1.000 | Q3 |
| 2024 | 0.900 | Q4 |
| 2025 | 1.000 | Q4 |
AMERICAN ANNALS OF THE DEAF 最新收录文献
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2. Unlocking Morphology: A Case Study of Morphological Knowledge Growth in a Deaf Student Using Computer-Delivered Intervention.
PMID:日期:2026-01-01Morphological knowledge (MK), or awareness of word structure and morphemic relationships, is a critical component of literacy for students who are D/HH. However, it has been explored to a lesser extent than other literacy components, such as phonological awareness and vocabulary. This case study examined the responsiveness of an 11-year-old bilingual student who is deaf to a computer-delivered supplemental morphology intervention, the Morphological Analysis Pathway to Reading (MAP-R). Over 22 weeks, the student completed 22 online modules targeting derivational affixes and root-word relationships using explicit, multimodal instruction. Pre- and post-test comparisons of embedded proximal MK tasks and the standardized Morphological Awareness Test for Reading and Spelling (MATRS) (Apel et al., 2021) were used to evaluate outcomes. The participant demonstrated gains in affix identification, suffix spelling, and word transformation tasks, suggesting growth in morphological analysis skills throughout the academic year. The findings provide preliminary support for the feasibility and potential promise of computer-based morphology instruction for students who are D/HH. This study extends existing research by documenting responsiveness to a self-paced, technology-mediated format that may reduce instructional burden and increase accessibility. The implications for future controlled studies and for integrating MK instruction within speech-language and educational interventions are discussed.
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3. The Use of Artificial Intelligence with d/Deaf and Hard of Hearing Students: A Systematic Review.
PMID:日期:2026-01-01The major purpose of the present systematic review is to critically evaluate the literature on the use of artificial intelligence (AI) with d/Deaf and hard of hearing (d/Dhh) students. It is also of interest to analyze any existing studies on the use of AI to improve the reading skills of these students. In light of limited available investigations, it is important to describe the development of a funded AI reading project to be proffered as a model for future research. The studies reviewed provide various examples of the use of deep learning, machine learning, and AI applications for d/Dhh individuals. These studies are not directly related to reading comprehension. One of the studies examined indicated that an AI-based sign language recognition technique can be used for word and sentence recognition in the future. In addition, it was hypothesized that this technique will help students improve their vocabulary. It was also emphasized that the system not only facilitates alphabet recognition, but also can be extended to the teaching of more complex reading units that form the basis of literacy. In the funded AI reading project model, reading texts were developed for d/Dhh students. The Flesch-Kincaid Grade Level (Turkish version) readability formula was used to determine whether the texts were suitable for the first- and second-grade levels. The model has the potential to serve larger groups of students through more comprehensive databases with its scalable structure.
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4. Breaking the Cycle: How Core Self-Evaluation Shapes Cyber-Relationship Addiction.
PMID:日期:2026-01-01Although cyber-relationship addiction among deaf and hard of hearing (DHH) college students has become a problem that needs urgent attention, few studies have examined the effects of core self-evaluation on cyber-relationship addiction and its underlying mediating mechanisms in this population. Drawing from the person-affect-cognition-execution model for addictive behaviors, this study aimed to explore the mediating role of anxiety and online self-disclosure in the relationship between core self-evaluation and cyber-relationship addiction among DHH college students. A total of 355 DHH college students participated in this study and completed a survey assessing core self-evaluation, anxiety, online self-disclosure, and cyber-relationship addiction. Results indicated that positive core self-evaluation among DHH college students was associated with a lower risk of cyber-relationship addiction. Additionally, anxiety and online self-disclosure played a serial mediating role in this relationship. These findings contribute to identifying effective intervention strategies to mitigate cyber-relationship addiction among DHH college students.
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5. Eye Tracking Shows Deaf and Hard of Hearing Children with Cochlear Implants Read Like Hearing Peers.
PMID:日期:2026-01-01This study investigated the reading processes of deaf and hard of hearing (DHH) children with cochlear implants (CIs) in comparison to typically hearing (TH) peers using eye-tracking methodology. While prior research on CI users has primarily focused on the level of reading performance, our approach captured word-by-word reading behavior to examine fixation durations, fixation counts, and regressions.Twenty-two DHH children with CIs (14 female; Mage = 10.25 years, SD = 1.31) and 26 TH children (16 female; Mage = 10.5 years, SD = 0.95), silently read an age-appropriate Polish text while their eye movements were recorded. We analyzed eye movements by word type (content vs. function words) and word length.Consistent with established reading research, both groups devoted more attention to content words than function words, and to longer than shorter words as evidenced by more fixations, longer dwell time, and more regressions. Interestingly, however, there were no differences in first fixation duration or average fixation duration. Finally, no significant between-group differences were observed in any eye-tracking metrics, indicating similar cognitive processing during reading.These findings align with the qualitative similarity hypothesis, suggesting that with appropriate support, DHH children with CIs can achieve reading processes comparable to TH peers.Similar first and average fixation durations indicate unimpaired word decoding, while increased fixation counts, regressions, and dwell times for content and longer words reflect higher demands during post-lexical semantic and syntactic integration. The results highlight the value of eye tracking as a sensitive tool for detecting reading strategies, and they underscore the potential of early implantation combined with holistic educational support to promote literacy development.
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6. Interpreting in Higher Education: American Sign Language-English Interpreters' Experience of the Structural and Cultural Environment within a University.
PMID:日期:2025-01-01It is well known that there are not enough American Sign Language-English interpreters in the United States to meet demand. Many interpreters leave the field early in their careers, causing a need for more available, trained, and qualified interpreters. Studies have identified the physical and mental demands of interpreting, as well as burnout, as significant factors contributing to the high turnover rate in the field. Although we are aware of this problem as professionals, we have yet to address why interpreters leave. There is also a need for more setting-specific research over special areas of interpreting, such as in a collegiate environment. This article presents a case study of seven former and current collegiate interpreters and their structural and cultural experiences at a university in the South Central United States. Significant findings include demanding occupational experiences, including the poorly designed contracting structure of the position, a cognitively demanding workload, advocacy and care work roles, and a lack of information and resources.
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7. Itinerant Teachers' Writing Instruction.
PMID:日期:2025-01-01The majority of deaf and hard of hearing students are taught in public schools. Many of these students are taught by itinerant teachers who report their primary areas of instruction are language, reading, and writing (Antia & Rivera, 2016; Luckner & Ayantoye, 2013). The purpose of this qualitative case study was to examine (1) how strategic and interactive writing instruction (SIWI) was implemented by three itinerant teachers of the deaf in one rural, one urban, and one affluent school district and (2) what context-specific variables impacted their writing instruction. Through observations of a unit of their writing instruction for informative writing, scoring their fidelity for that writing unit, and conducting interviews about their instruction, the researchers concluded that the itinerant teacher participants were able to implement SIWI with typical fidelity for teachers in their first year of using this instruction technique. Their unique insights highlighted ways that the interactive instruction principles of the instructional fidelity instrument could be revised to better align with the educational contexts of itinerant teachers. They also reported four main challenges to their writing instruction: working with general education teachers, district-related factors, time, and physical space and organization.
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8. Integrating Worlds: An Interpretative Phenomenological Study on the Influence of Deaf Role Models as Expressed by Hearing Parents.
PMID:日期:2025-01-01Deaf role models (DRMs) mentor d/Deaf and hard of hearing (d/Dhh) children and their families by sharing their personal experiences of d/Deafness. Ten parents from Australia and New Zealand provided their perspectives on the influence that the inclusion or absence of DRMs had in their lives. Five group experiential themes were identified: DRMs shaping early parental understandings of d/Deafness and clinical interventions, DRMs and hearing allies, DRMs as symbols of representation and normalization, DRMs as valued sources of guidance and holistic support, and DRMs promoting sociolinguistic bilingualism. The findings provide new insights, highlighting the pivotal role of DRMs in reshaping hearing parents' perceptions of d/Deafness, from a medical condition to a culturally rich identity. Policy implications and recommendations include recognizing the importance of early access to DRMs and encouraging a shift from deficit-based thinking to empowerment. The authors position DRMs as key agents in fostering "Deaf gain" and cultural understanding within families.
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9. Language and Pretend Actions Understanding in Children with Hearing Loss.
PMID:日期:2025-01-01Children born deaf to hearing parents may be delayed in their social-cognitive development due to their challenges in acquiring linguistic and communicative skills. The present study aims to determine whether this relates to their understanding of pretend actions and how this helps us understand the influence of language on children's social cognition. A total of 166 children (75 nonsigning deaf and hard of hearing and 91 hearing), aged from 3 to 8 years, were administered an expressive vocabulary task, a pretend actions task, and a nonverbal ability test, while their teachers or speech therapists completed two questionnaires, one demographic and one on linguistic-communicative skills. The results showed that the group of deaf and hard of hearing children had difficulties in understanding pretend actions, which were related to their linguistic and communicative skills. The role that language plays in understanding pretend actions and pretend play is discussed in this article, together with its implications for education.
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10. Exploring Teachers' Challenges in Teaching Reading to d/Deaf and Hard of Hearing Students in Classrooms.
PMID:日期:2025-01-01Students who are d/Deaf or hard of hearing (d/Dhh) continue to face persistent literacy challenges, particularly in contexts where early language access and instructional resources are limited. In Saudi Arabia, despite inclusive education reforms, barriers to reading achievement remain. This study explored the instructional challenges teachers encounter and the strategies they employ when teaching reading to d/Dhh learners, drawing on the qualitative similarity hypothesis (QSH), which posits that d/Dhh students require access to the same core literacy components as their hearing peers, and these should be delivered through accessible modalities. Using a qualitative design, semistructured interviews were conducted with 23 teachers from inclusive and specialized educational settings in three major Saudi cities. Thematic analysis revealed five central challenges: limited student vocabulary, insufficient teacher fluency in Saudi Sign Language (SSL), lack of professional development in evidence-based strategies, minimal early childhood language exposure, and the presence of additional disabilities. In response, teachers described adaptive instructional practices aligned with the QSH, including the use of visual supports, sign-enhanced instruction, and individualized scaffolding. These findings underscore the need for systemic investment in teacher preparation, early intervention programs, and inclusive curriculum design. The study contributes to the growing literature on d/Dhh literacy and provides actionable insights for improving instructional equity within the Saudi educational context.